Name:__________________________
Date:_________
Probability Project:
Design Your Own Game
In this assignment, you will be designing your own game on your own in groups of 2. The game
should be the type of game that you would play at a carnival, amusement park or casino. It
cannot be a game that already exists— your group must create a unique game. Your game does not
have to be fair, but it does have to be honest! You must be able to explain the probability of your
game, so don’t make it too complicated!
Final Products:
1. Game – Include all game boards, playing pieces, cards, balls, etc. for your game.
COMPLETED AT HOME!
2. Instructions - You must create a set of written or typed instructions to clearly explain your
game. They must be easy to follow so that anyone can pick them up, read them and begin
playing your game.
3. Write-Up – See below.
Grading:
See rubric (next page).
The Write-Up
1.
Introduction - Provide an overview of your game. (1 Per Group)
● What type of game is it?
● Where would you play this type of game?
2.
Instructions - Step-by-Step instructions for how to play the game. (1 Per Group)
3.
Game Description – What do you need to play the game? (1 Per Group)
● List all materials needed to play (dice, spinner, plastic darts, ball, etc.)
● Build your activity or game board. COMPLETED AT HOME!
4.
Probability Analysis (1 Per Group)
● What is the theoretical probability of your game? (Include all of the outcomes.)
● Is the game fair? Explain how you know.
● If the game is not fair, how could you change the game to make it fair?
5.
Individual Reflection – (1 Per Person)
● Complete last 4 pages; write clearly and include details!
Name:__________________________
Date:_________
PROBABILITY FAIR GRADING RUBRIC
CATEGORY
Game
Instructions
Group WriteUp
Probability
Analysis
Individual
Reflection
Neatness and
Organization
Citations
4
Students create a
fully functioning
game that students
can play. They bring
all of the game
materials to class.
Instructions are clear
and easy to follow.
The game can be
played by others
without referring to
the game creators for
help.
Group has
comprehensive
write-up including:
introduction,
instructions, game
description and
probability analysis.
The write-up has
been thoughtfully
prepared and
provides insight into
the actions of the
group.
Group provides
accurate analysis of
the math behind their
game. The idea of a
fair game is clearly
explained in terms of
their project and an
alternative for making
their game fair is
presented.
Reflection clearly
explains students
thought process
during the project.
The relevance of
the project is clearly
described.
The work is
presented in a neat,
clear, organized
fashion that is easy
to read.
3
Students create a game
that students can play.
There may be slight oversights, but overall the game
can be played.
2
Students create a
game, but it cannot
be played in class.
1
Students have an idea
for a game.
Instructions are somewhat
clear and easy to follow.
The game can be played
by others with minimal
interaction with creators of
the game.
Group has written
instructions but
they are unclear
and a verbal
description of the
game is necessary.
Instructions are
incomplete.
Group has write-up
including: introduction,
instructions, game
description and probability
analysis. The write-up
provides some insight into
the actions of the group.
Group has an
incomplete writeup including some
of the following:
introduction,
instructions, game
description and
probability analysis.
An attempt at a writeup is made.
Group provides somewhat
accurate analysis of the
math behind their game.
The idea of a fair game
is explained in terms of
their project. An attempt at
providing an alternative for
making their game fair is
presented.
Group provides
some analysis of
the math behind
their game. The
idea of fair game is
mentioned.
Group attempts some
sort of analysis of their
probability.
Reflection attempts to
explain students thought
process during the project.
The relevance of the
project is described.
Reflection attempts
to explain students
thought process
during the project.
Some attempt at a
reflection is made.
The work is presented in a
neat and organized fashion
that is usually easy to read.
The work is
presented in an
organized fashion
but may be hard to
read at times.
The work appears
sloppy and
unorganized. It is
hard to know what
information goes
together.
100% of sources
were properly cited.
75-99% of sources were
properly cited.
50-74% of sources
were properly cited.
50% or less of sources
were properly cited.
Name:__________________________
Date:_________
Probability Carnival Reflection
Introduction
In this section describe your game and how you expected the game to go. Why did you expect it to go
that way? (This is your hypothesis). Be sure to include a definition of theoretical probability in this section.
Name:__________________________
Date:_________
Methods
Give an explanation of how to play the game. What did you do as the game manager and what did your
participants do as game players?
Name:__________________________
Date:_________
Results
Include your raw data in an organized manner here. This should include: how many people played your
game, how many people won or lost, and any observations you made about how the game was going. You
may show your data in any way you choose, as long is it can easily be read and interpreted.
Name:__________________________
Date:_________
Analysis
In this section you will tell how the game went. Did the experimental probability match the theoretical
probability? What went well? If anything didn’t go as planned be sure to include what went wrong! How
could you improve this game if we were going to host a second carnival? (Use extra paper if necessary).